few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Interpret linear models.

Understand independence and conditional probability and use them to interpret data.

Investigate patterns of association in bivariate data.

Summarize, represent, and interpret data on a single count or measurement variable.

Investigate chance processes and develop, use, and evaluate probability models.

Draw informal comparative inferences about two populations.

Summarize and describe distributions.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Develop understanding of statistical variability.

Use probability to evaluate outcomes of decisions.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Use random sampling to draw inferences about a population.

Calculate expected values and use them to solve problems.

Understand and evaluate random processes underlying statistical experiments.

Summarize, represent, and interpret data on two categorical and quantitative variables.
problem_activity: Optional activity
Students interpret the slope and intercepts in the context of the situation. They also discuss limitations of the mathematical model.
This activity can be extended by having students investigate if temperature on other continents or across continents fits the same pattern that we found for North America.
Launch
Keep students in same groups of 3–4.
Student Facing
Refer to your equation for the line that models the association between latitude and temperature of the cities.
What does the slope mean in the context of this situation?
Find the vertical and horizontal intercepts and interpret them in the context of the situation.
Can you think of a city or a location that could not be represented using this same model? Explain your thinking.
Student Response
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for free access to Student Response.
Anticipated Misconceptions
Students may want to say “For every one unit increase in
\(x\)
,
\(y\)
decreases by 1.07 units.” Ask them to use the specific units and quantities in the model, latitude in degrees north and temperature in degrees Fahrenheit.
Activity Synthesis
Invite students to share their responses. Discuss the limitations and uses of the model. Consider asking the following questions:
“What are some limitations of the model?”
“Do limitations mean that the model is not good?” (No, it just means that we have to be aware of when we can use it and when we can’t use it. Our model is pretty good for latitudes between 25 and 65 degrees north, and for locations in North America.)
“What questions do you have about predicting temperature?”
“How could you extend your investigation of predicting temperature or the weather?”
Engagement: Develop Effort and Persistence.
Break the class into small discussion groups and then invite a representative from each group to report back to the whole class.
Supports accessibility for: Language; Social-emotional skills; Attention


correct_option_index: 2